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Kansas State Music Standards

PreK-8 General Music

Standard 1: Creating – Conceiving and developing new artistic ideas and work.

Process Component Cr.1: Imagine – Generate musical ideas for various purposes and contexts.

Process Component Cr.2: Plan and Make – Select and develop musical ideas for defined purposes and contexts.

Process Component Cr.3: Evaluate and Refine – Evaluate and refine selected musical ideas to create musical work that meets appropriate criteria.

Process Component Cr.4: Present – Share creative musical work that conveys intent, demonstrates craftsmanship, and exhibits originality.

Standard 2: Performing – Realizing artistic ideas and work through interpretation and presentation.

Process Component Pr.1: Select – Select varied musical work to present based on interest, knowledge, technical skill, and context.

Process Component Pr.2: Analyze – Analyze the structure and context of varied musical works and their implication for performance.

Process Component Pr.3: Interpret – Develop personal interpretations that consider creators’ intent.

Process Component Pr.4: Rehearse, Evaluate, and Refine – Evaluate and refine personal and ensemble performances, individually or in collaboration with others.

Process Component Pr.5: Present – Perform expressively, with appropriate interpretation and technical accuracy, and in a manner appropriate to the audience and context.

Standard 3: Responding – Understanding and evaluating how the arts convey meaning.

Process Component Re.1: Select – Choose music appropriate for a specific purpose or context.

Process Component Re.2: Analyze – Analyze how the structure and context of varied musical works inform the response.

Process Component Re.3: Interpret – Support interpretations of musical works that reflect creators’/performers’ expressive intent.

Process Component Re.4: Evaluate – Support evaluations of musical works and performances based on analysis, interpretation, and established criteria.

The highlighted text indicates the Connect Standards from the national document which are embedded in Creating, Performing, and Responding. Page 2 of 40

Standard 1: Creating – Conceiving and developing new artistic ideas and work. General Music PreK - 2

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Process Component Cr.1: Imagine - Generate musical ideas for various purposes and contexts. Connect: Relate musical ideas and works with varied context to deepen understanding.

Enduring Understanding: The creative ideas, concepts, and feelings that influence musicians’ work emerge from a variety of sources. Essential Question: How do musicians generate creative ideas?

Performance Indicators Bold italics represent what is new beyond the earlier level

Instructional Learning Opportunities

Pre

K Cr.1.PreK With substantial guidance, explore and experience a variety of

music. The Student Will

Explore various sound sources to express ideas, feelings, and basic concepts.

Improvises own instrumental accompaniments to enhance songs, stories, and/or poems.

Improvise “answers” in the same style to given rhythmic and melodic “questions”.

Improvises simple rhythmic/melodic ostinato accompaniments or original rhythmic variations or melodic embellishments on a given melody.

Improvises an original short song or instrumental piece with a variety of sound sources within specified guidelines.

Improvises a simple harmonic accompaniment.

Improvises simple rhythmic/melodic variations and/or embellishments on a given melody using pentatonic or major keys.

Improvises a short melody within a selected style, meter, and tonality over a given rhythmic accompaniment.

Use traditional and non-traditional instruments and materials to create a simple rhythmic accompaniment to a poem or story.

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Cr.1.K.a With guidance, explore and experience music concepts (such as beat and melodic contour). Cr.1.K.b With guidance, generate musical ideas (such as movements or motives).

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Cr.1.1.a With limited guidance, create musical ideas (such as answering a musical question) for a specific purpose. Cr.1.1.b With limited guidance, generate musical ideas in multiple tonalities (such as major and minor) and meters (such as duple and triple).

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Cr.1.2.a Improvise rhythmic and melodic patterns and musical ideas for a specific purpose. Cr.1.2.b Generate musical patterns and ideas within the context of a given tonality (such as major and minor) and meter (such as duple and triple).

Fine Arts Anchor Standard 1: Generate and conceptualize artistic ideas and work.

The highlighted text indicates the Connect Standards from the national document which are embedded in Creating, Performing, and Responding. Page 3 of 40

Standard 1: Creating – Conceiving and developing new artistic ideas and work. General Music 3 - 5

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Process Component Cr.1: Imagine: Generate musical ideas for various purposes and contexts. Connect: Relate musical ideas and works with varied context to deepen understanding.

Enduring Understanding: The creative ideas, concepts, and feelings that influence musicians’ work emerge from a variety of sources. Essential Question: How do musicians generate creative ideas?

Performance Indicators Bold italics represent what is new beyond the earlier level

Instructional Learning Opportunities

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Cr.1.3.a Improvise rhythmic and melodic ideas, and describe connection to specific purpose and context (such as personal and social). Cr.1.3.b Generate musical ideas (such as rhythms and melodies) within a given tonality and/or meter.

The Student Will:

Explore various sound sources to express ideas, feelings, and basic concepts.

Improvises own instrumental accompaniments to enhance songs, stories, and/or poems.

Improvise “answers” in the same style to given rhythmic and melodic “questions”.

Improvises simple rhythmic/melodic ostinato accompaniments or original rhythmic variations or melodic embellishments on a given melody.

Improvises an original short song or instrumental piece with a variety of sound sources within specified guidelines.

Improvises a simple harmonic accompaniment.

Improvises simple rhythmic/melodic variations and/or embellishments on a given melody using pentatonic or major keys.

Improvises a short melody within a selected style, meter, and tonality over a given rhythmic accompaniment.

Use traditional and non-traditional instruments and materials to create a simple rhythmic accompaniment to a poem or story.

4th G

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Cr.1.4.a Improvise rhythmic, melodic, and harmonic ideas, and explain connection to specific purpose and context (such as social and cultural). Cr.1.4.b Generate musical ideas (such as rhythms, melodies, and simple accompaniment patterns) within related tonalities (such as major and minor) and meters.

5th G

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Cr.1.5.a Improvise rhythmic, melodic, and harmonic ideas, and explain connection to specific purpose and context (such as social, cultural, and historical). Cr.1.5.b Generate musical ideas (such as rhythms, melodies, and accompaniment patterns) within specific related tonalities, meters, and simple chord changes.

Fine Arts Anchor Standard 1: Generate and conceptualize artistic ideas and work.

The highlighted text indicates the Connect Standards from the national document which are embedded in Creating, Performing, and Responding. Page 4 of 40

Standard 1: Creating – Conceiving and developing new artistic ideas and work. General Music 6 - 8

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Process Component Cr.1: Imagine: Generate musical ideas for various purposes and contexts. Connect: Relate musical ideas and works with varied context to deepen understanding.

Enduring Understanding: The creative ideas, concepts, and feelings that influence musicians’ work emerge from a variety of sources. Essential Question: How do musicians generate creative ideas?

Performance Indicators Bold italics represent what is new beyond the earlier level

Instructional Learning Opportunities

6th G

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Cr.1.6 Generate simple rhythmic, melodic, and harmonic phrases within AB and ABA forms that convey expressive intent.

The Student Will:

Explore various sound sources to express ideas, feelings, and basic concepts.

Improvises own instrumental accompaniments to enhance songs, stories, and/or poems.

Improvise “answers” in the same style to given rhythmic and melodic “questions”.

Improvises simple rhythmic/melodic ostinato accompaniments or original rhythmic variations or melodic embellishments on a given melody.

Improvises an original short song or instrumental piece with a variety of sound sources within specified guidelines.

Improvises a simple harmonic accompaniment.

Improvises simple rhythmic/melodic variations and/or embellishments on a given melody using pentatonic or major keys.

Improvises a short melody within a selected style, meter, and tonality over a given rhythmic accompaniment.

Use traditional and non-traditional instruments and materials to create a simple rhythmic accompaniment to a poem or story.

7th G

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Cr.1.7 Generate rhythmic, melodic, and harmonic phrases and variations over harmonic accompaniments within AB, ABA, or theme and variation forms that convey expressive intent.

8th G

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Cr.1.8 Generate rhythmic, melodic and harmonic phrases and harmonic accompaniments within expanded forms (including introductions, transitions, and codas) that convey expressive intent.

Fine Arts Anchor Standard 1: Generate and conceptualize artistic ideas and work.

The highlighted text indicates the Connect Standards from the national document which are embedded in Creating, Performing, and Responding. Page 5 of 40

Standard 1: Creating – Conceiving and developing new artistic ideas and work. General Music PreK - 2

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Process Component Cr.2: Plan and Make: Select and develop musical ideas for defined purposes and contexts. Connect: Synthesize and relate knowledge and personal experiences to make music.

Enduring Understanding: Musicians’ creative choices are influenced by their expertise, context, and expressive intent. Essential Question: How do musicians make creative decisions?

Performance Indicators Bold italics represent what is new beyond the earlier level

Instructional Learning Opportunities

Pre

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Cr.2.PreK.a With substantial guidance, explore favorite musical ideas (such as movements, vocalizations, or instrumental accompaniments). Cr.2.PreK.a With substantial guidance, select and keep track of the order for performing original musical ideas, using iconic notation and/or recording technology.

The Student Will:

Arrange or compose short songs and/or instrumental pieces using a variety of sound sources.

Compose simple pieces demonstrating: a) unity and variety, b) tension and release, and/or c) use of balance.

Arrange a simple piece for voices or instrument other than that for which the piece was written.

Compose and/or arrange a piece using traditional and nontraditional sound sources and electronic music using iconic or standard notation.

Notate rhythms using a variety of standard note and rest values (i.e. whole, half, dotted half, quarter, dotted quarter, eighth, sixteenth) in a given meter signature (i.e.2/4, 3/4, 4/4, 6/8, 3/8, and alla breve).

Notate melodic and/or harmonic patterns or phrases using traditional notation.

Select stylistic symbols (i.e. dynamics, tempo, and articulation) to convey expressive intent of a composition.

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Cr.2.K.a With guidance, demonstrate and choose favorite musical ideas. Cr.2.K.b With guidance, organize personal musical ideas using iconic notation and/or recording technology.

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Cr.2.1.a With limited guidance, demonstrate and discuss personal reasons for selecting musical ideas that represent expressive intent. Cr.2.1.b With limited guidance, use iconic or standard notation and/or recording technology to document and organize personal musical ideas.

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Cr.2.2.a Demonstrate and explain personal reasons for selecting patterns and ideas for music that represent expressive intent. Cr.2.2.b Use iconic or standard notation and/or recording technology to combine, sequence, and document personal musical ideas.

Fine Arts Anchor Standard 2: Organize and develop artistic ideas and work.

The highlighted text indicates the Connect Standards from the national document which are embedded in Creating, Performing, and Responding. Page 6 of 40

Standard 1: Creating – Conceiving and developing new artistic ideas and work. General Music 3 - 5

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Process Component Cr.2: Plan and Make: Select and develop musical ideas for defined purposes and contexts. Connect: Synthesize and relate knowledge and personal experiences to make music.

Enduring Understanding: Musicians’ creative choices are influenced by their expertise, context, and expressive intent. Essential Question: How do musicians make creative decisions?

Performance Indicators Bold italics represent what is new beyond the earlier level

Instructional Learning Opportunities

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Cr.2.3.a Demonstrate selected musical ideas for a simple improvisation or composition to express intent, and describe connection to a specific purpose and context. Cr.2.3.b Use standard and/or iconic notation and/or recording technology to document personal rhythmic and melodic musical ideas.

The Student Will:

Arrange or compose short songs and/or instrumental pieces using a variety of sound sources.

Compose simple pieces demonstrating: a) unity and variety, b) tension and release, and/or c) use of balance.

Arrange a simple piece for voices or instrument other than that for which the piece was written.

Compose and/or arrange a piece using traditional and nontraditional sound sources and electronic music using iconic or standard notation.

Notate rhythms using a variety of standard note and rest values (i.e. whole, half, dotted half, quarter, dotted quarter, eighth, sixteenth) in a given meter signature (i.e.2/4, 3/4, 4/4, 6/8, 3/8, and alla breve).

Notate melodic and/or harmonic patterns or phrases using traditional notation.

Select stylistic symbols (i.e. dynamics, tempo, and articulation) to convey expressive intent of a composition.

4th G

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Cr.2.4.a Demonstrate selected and organized musical ideas for an improvisation, arrangement, or composition to express intent, and explain connection to purpose and context. Cr.2.4.b Use standard and/or iconic notation and/or recording technology to document personal rhythmic, melodic, and simple harmonic musical ideas.

5th G

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Cr.2.5.a Demonstrate selected and developed musical ideas for improvisations, arrangements, or compositions to express intent, and explain connection to purpose and context. Cr.2.5.b Use standard and/or iconic notation and/or recording technology to document personal rhythmic, melodic, and two-chord harmonic musical ideas.

Fine Arts Anchor Standard 2: Organize and develop artistic ideas and work.

The highlighted text indicates the Connect Standards from the national document which are embedded in Creating, Performing, and Responding. Page 7 of 40

Standard 1: Creating – Conceiving and developing new artistic ideas and work. General Music 6 - 8

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Process Component Cr.2: Plan and Make: Select and develop musical ideas for defined purposes and contexts. Connect: Synthesize and relate knowledge and personal experiences to make music.

Enduring Understanding: Musicians’ creative choices are influenced by their expertise, context, and expressive intent. Essential Question: How do musicians make creative decisions?

Performance Indicators Bold italics represent what is new beyond the earlier level

Instructional Learning Opportunities

6th G

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Cr.2.6.a Select, organize, construct, and document personal musical ideas for arrangements and compositions within AB or ABA form that demonstrate an effective beginning, middle, and ending, and convey expressive intent. Cr.2.6.b Use standard and/or iconic notation and/or audio/ video recording to document personal simple rhythmic phrases, melodic phrases, and two-chord harmonic musical ideas.

The Student Will:

Arrange or compose short songs and/or instrumental pieces using a variety of sound sources.

Compose simple pieces demonstrating: a) unity and variety, b) tension and release, and/or c) use of balance.

Arrange a simple piece for voices or instrument other than that for which the piece was written.

Compose and/or arrange a piece using traditional and nontraditional sound sources and electronic music using iconic or standard notation.

Notate rhythms using a variety of standard note and rest values (i.e. whole, half, dotted half, quarter, dotted quarter, eighth, sixteenth) in a given meter signature (i.e.2/4, 3/4, 4/4, 6/8, 3/8, and alla breve).

Notate melodic and/or harmonic patterns or phrases using traditional notation.

Select stylistic symbols (i.e. dynamics, tempo, and articulation) to convey expressive intent of a composition.

7th G

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Cr.2.7.a Select, organize, develop and document personal musical ideas for arrangements, songs, and compositions within AB, ABA, or theme and variation forms that demonstrate unity and variety and convey expressive intent. Cr.2.7.b Use standard and/or iconic notation and/or audio/ video recording to document personal simple rhythmic phrases, melodic phrases, and harmonic sequences.

8th G

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Cr.2.8.a Select, organize, and document personal musical ideas for arrangements, songs, and compositions within expanded forms that demonstrate tension and release, unity and variety, balance, and convey expressive intent. Cr.2.8.b Use standard and/or iconic notation and/or audio/ video recording to document personal rhythmic phrases, melodic phrases, and harmonic sequences.

Fine Arts Anchor Standard 2: Organize and develop artistic ideas and work.

The highlighted text indicates the Connect Standards from the national document which are embedded in Creating, Performing, and Responding. Page 8 of 40

Standard 1: Creating – Conceiving and developing new artistic ideas and work. General Music PreK - 2

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Process Component Cr.3: Evaluate and Refine: Evaluate and refine selected musical ideas to create musical work(s) that meet appropriate criteria.

Enduring Understanding: Musicians evaluate and refine their work through openness to new ideas, persistence, and the application of appropriate criteria. Essential Question: How do musicians improve the quality of their creative work?

Performance Indicators Bold italics represent what is new beyond the earlier level

Instructional Learning Opportunities

Pre

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Cr.3.PreK With substantial guidance, consider personal, peer, and teacher feedback when demonstrating and refining personal musical ideas.

The Student Will:

Explain, using appropriate music terminology, their personal preferences for quality musical works.

Develop criteria for evaluating the quality and the effectiveness of a student-generated musical creation.

Apply selected criteria to evaluate a student-generated musical creation through personal, peer and/or teacher evaluation. Include rationale for evaluation and feedback.

Apply feedback to refine a student-generated musical creation.

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Cr.3.K With guidance, apply personal, peer, and teacher feedback in refining personal musical ideas.

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Cr.3.1 With limited guidance, discuss and apply personal, peer, and teacher feedback to refine personal musical ideas.

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Cr.3.2 Interpret and apply personal, peer, and teacher feedback to revise personal music.

Fine Arts Anchor Standard 3: Refine and complete artistic work.

The highlighted text indicates the Connect Standards from the national document which are embedded in Creating, Performing, and Responding. Page 9 of 40

Standard 1: Creating – Conceiving and developing new artistic ideas and work. General Music 3 - 5

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Process Component Cr.3: Evaluate and Refine: Evaluate and refine selected musical ideas to create musical work(s) that meet appropriate criteria.

Enduring Understanding: Musicians evaluate and refine their work through openness to new ideas, persistence, and the application of appropriate criteria. Essential Question: How do musicians improve the quality of their creative work?

Performance Indicators Bold italics represent what is new beyond the earlier level

Instructional Learning Opportunities

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Cr.3.3 Evaluate, refine, and document revisions to personal musical ideas, applying teacher-provided and collaboratively-developed criteria and feedback.

The Student Will:

Explain, using appropriate music terminology, their personal preferences for quality musical works.

Develop criteria for evaluating the quality and the effectiveness of a student-generated musical creation.

Apply selected criteria to evaluate a student-generated musical creation through personal, peer and/or teacher evaluation. Include rationale for evaluation and feedback.

Apply feedback to refine a student-generated musical creation.

4th G

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Cr.3.4 Evaluate, refine, and document revisions to personal music, applying teacher-provided and collaboratively-developed criteria and feedback to show improvement over time.

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Cr.3.5 Evaluate, refine, and document revisions to personal music, applying teacher-provided and collaboratively-developed criteria and feedback, and explain rationale for changes.

Fine Arts Anchor Standard 3: Refine and complete artistic work.

The highlighted text indicates the Connect Standards from the national document which are embedded in Creating, Performing, and Responding. Page 10 of 40

Standard 1: Creating – Conceiving and developing new artistic ideas and work. General Music 6 - 8

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Process Component Cr.3: Evaluate and Refine: Evaluate and refine selected musical ideas to create musical work(s) that meet appropriate criteria.

Enduring Understanding: Musicians evaluate and refine their work through openness to new ideas, persistence, and the application of appropriate criteria. Essential Question: How do musicians improve the quality of their creative work?

Performance Indicators Bold italics represent what is new beyond the earlier level

Instructional Learning Opportunities

6th G

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Cr.3.6.a Evaluate their own work, applying teacher-provided criteria such as application of selected elements of music, and use of sound sources. Cr.3.6.b Describe the rationale for making revisions to the music based on evaluation criteria and feedback from their teacher.

The Student Will:

Explain, using appropriate music terminology, their personal preferences for quality musical works.

Develop criteria for evaluating the quality and the effectiveness of a student-generated musical creation.

Apply selected criteria to evaluate a student-generated musical creation through personal, peer and/or teacher evaluation. Include rationale for evaluation and feedback.

Apply feedback to refine a student-generated musical creation.

7th G

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Cr.3.7.a Evaluate their own work, applying selected criteria such as appropriate application of elements of music including style, form, and use of sound sources. Cr.3.7.b Describe the rationale for making revisions to the music based on evaluation criteria and feedback from others (teacher and peers).

8th G

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Cr.3.8.a Evaluate their own work by selecting and applying criteria including appropriate application of compositional techniques, style, form, and use of sound sources. Cr.3.7.b Describe the rationale for refining works by explaining the choices, based on evaluation criteria.

Fine Arts Anchor Standard 3: Refine and complete artistic work.

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The highlighted text indicates the Connect Standards from the national document which are embedded in Creating, Performing, and Responding. Page 11 of 40

Standard 1: Creating – Conceiving and developing new artistic ideas and work. General Music PreK - 2

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Process Component Cr.4: Present: Share creative musical work that coveys intent, demonstrates craftsmanship, and exhibits originality. Connect: Synthesize and relate knowledge and personal experiences to make music.

Enduring Understanding: Musicians’ presentation of creative work is the culmination of a process of creation and communication. Essential Question: When is creative work ready to share?

Performance Indicators Bold italics represent what is new beyond the earlier level

Instructional Learning Opportunities

Pre

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Cr.4.Prek With substantial guidance, share revised personal musical ideas with peers.

The Student Will:

Develop an artist statement describing the creative process and expressive intent of a student-generated musical creation.

Perform individually (or have others perform) a student-generated musical creation demonstrating craftsmanship and originality.

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Cr.4.K With guidance, demonstrate a final version of personal musical ideas to peers.

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Cr.4.1 With limited guidance, convey expressive intent for a specific purpose by presenting a final version of personal musical ideas to peers or informal audience.

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Cr.4.2 Convey expressive intent for a specific purpose by presenting a final version of personal musical ideas to peers or informal audience.

Fine Arts Anchor Standard 3: Refine and complete artistic work.

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The highlighted text indicates the Connect Standards from the national document which are embedded in Creating, Performing, and Responding. Page 12 of 40

Standard 1: Creating – Conceiving and developing new artistic ideas and work. General Music 3 - 5

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Process Component Cr.4: Present: Share creative musical work that coveys intent, demonstrates craftsmanship, and exhibits originality. Connect: Synthesize and relate knowledge and personal experiences to make music.

Enduring Understanding: Musicians’ presentation of creative work is the culmination of a process of creation and communication. Essential Question: When is creative work ready to share?

Performance Indicators Bold italics represent what is new beyond the earlier level

Instructional Learning Opportunities

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Cr.4.3 Present the final version of personal created music to others, and describe connection to expressive intent.

The Student Will:

Develop an artist statement describing the creative process and expressive intent of a student-generated musical creation.

Perform individually (or have others perform) a student-generated musical creation demonstrating craftsmanship and originality.

4th G

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Cr.4.4 Present the final version of personal created music to others, and explain connection to expressive intent.

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Cr.4.5 Present the final version of personal created music to others that demonstrates craftsmanship, and explains connection to expressive intent

Fine Arts Anchor Standard 3: Refine and complete artistic work.

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The highlighted text indicates the Connect Standards from the national document which are embedded in Creating, Performing, and Responding. Page 13 of 40

Standard 1: Creating – Conceiving and developing new artistic ideas and work. General Music 6 - 8

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Process Component Cr.4: Present: Share creative musical work that coveys intent, demonstrates craftsmanship, and exhibits originality. Connect: Synthesize and relate knowledge and personal experiences to make music.

Enduring Understanding: Musicians’ presentation of creative work is the culmination of a process of creation and communication. Essential Question: When is creative work ready to share?

Performance Indicators Bold italics represent what is new beyond the earlier level

Instructional Learning Opportunities

6th G

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Cr.4.6 Present the final version of their documented personal composition or arrangement, using craftsmanship and originality to demonstrate an effective beginning, middle, and ending, and convey expressive intent.

The Student Will:

Develop an artist statement describing the creative process and expressive intent of a student-generated musical creation.

Perform individually (or have others perform) a student-generated musical creation demonstrating craftsmanship and originality.

7th G

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Cr.4.7 Present the final version of their documented personal composition, song, or arrangement, using craftsmanship and originality to demonstrate unity and variety, and convey expressive intent.

8th G

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Cr.4.8 Present the final version of their documented personal composition, song, or arrangement, using craftsmanship and originality to demonstrate the application of compositional techniques for creating unity and variety, tension and release, and balance to convey expressive intent.

Fine Arts Anchor Standard 3: Refine and complete artistic work.

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The highlighted text indicates the Connect Standards from the national document which are embedded in Creating, Performing, and Responding. Page 14 of 40

Standard 2: Performing – Realizing artistic ideas and work through interpretation and presentation. General Music PreK - 2

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Process Component Pr.1: Select: Select varied musical works to present based on interest, knowledge, technical skill, and context. Connect: Synthesize and relate knowledge and personal experiences to make music.

Enduring Understanding: Performers’ interest in and knowledge of musical works, understanding of their own technical skill, and the context for a performance influence the selection of repertoire.

Essential Question: How do performers select repertoire?

Performance Indicators Bold italics represent what is new beyond the earlier level

Instructional Learning Opportunities

Pre

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Pr.1.PreK With substantial guidance, demonstrate and state preference for varied musical selections.

The Student Will:

Identify and describe the purpose of music as it is experienced in daily life.

Understand the historical and cultural context of a musical selection.

Identify appropriate musical selections for a variety of audiences.

Develop and apply criteria for selecting music to meet a variety of purposes and

contexts considering performers’ technical abilities.

Justify the choice of music based upon the student-generated selection criteria.

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Pr.1.K With guidance, demonstrate and state personal interest in varied musical selections.

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Pr.1.1 With limited guidance, demonstrate and discuss personal interest in, knowledge about, and purpose of varied musical selections.

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Pr.1.2 Demonstrate and explain personal interest in, knowledge about, and purpose of varied musical selections.

Fine Arts Standard Anchor 4: Select, analyze, and interpret artistic work for presentation.

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The highlighted text indicates the Connect Standards from the national document which are embedded in Creating, Performing, and Responding. Page 15 of 40

Standard 2: Performing – Realizing artistic ideas and work through interpretation and presentation. General Music 3 - 5

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Process Component Pr.1: Select: Select varied musical works to present based on interest, knowledge, technical skill, and context. Connect: Synthesize and relate knowledge and personal experiences to make music.

Enduring Understanding: Performers’ interest in and knowledge of musical works, understanding of their own technical skill, and the context for a performance influence the selection of repertoire.

Essential Question: How do performers select repertoire?

Performance Indicators Bold italics represent what is new beyond the earlier level

Instructional Learning Opportunities

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Pr.1.3 Demonstrate and explain how the selection of music to perform is influenced by personal interest, knowledge, purpose, and context.

The Student Will:

Identify and describe the purpose of music as it is experienced in daily life.

Understand the historical and cultural context of a musical selection.

Identify appropriate musical selections for a variety of audiences.

Develop and apply criteria for selecting music to meet a variety of purposes and

contexts considering performers’ technical abilities.

Justify the choice of music based upon the student-generated selection criteria.

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Pr.1.4 Demonstrate and explain how the selection of music to perform is influenced by personal interest, knowledge, context, and technical skill.

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Pr.1.5 Demonstrate and explain how the selection of music to perform is influenced by personal interest, knowledge, and context, as well as their personal and others’ technical skill.

Fine Arts Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.

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The highlighted text indicates the Connect Standards from the national document which are embedded in Creating, Performing, and Responding. Page 16 of 40

Standard 2: Performing – Realizing artistic ideas and work through interpretation and presentation. General Music 6 - 8

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Process Component Pr.1: Select: Select varied musical works to present based on interest, knowledge, technical skill, and context. Connect: Synthesize and relate knowledge and personal experiences to make music.

Enduring Understanding: Performers’ interest in and knowledge of musical works, understanding of their own technical skill, and the context for a performance influence the selection of repertoire.

Essential Question: How do performers select repertoire?

Performance Indicators Bold italics represent what is new beyond the earlier level

Instructional Learning Opportunities

6th G

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Pr.1.6 Apply teacher-provided criteria for selecting music to perform for a specific purpose and/or context, and explain why each was chosen.

The Student Will:

Identify and describe the purpose of music as it is experienced in daily life.

Understand the historical and cultural context of a musical selection.

Identify appropriate musical selections for a variety of audiences.

Develop and apply criteria for selecting music to meet a variety of purposes and

contexts considering performers’ technical abilities.

Justify the choice of music based upon the student-generated selection criteria.

7th G

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Pr.1.7 Apply collaboratively-developed criteria for selecting music of contrasting styles for a program with a specific purpose and/or context and, after discussion, identify expressive qualities, technical challenges, and reasons for choices.

8th G

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Pr.1.8 Apply personally-developed criteria for selecting music of contrasting styles for a program with a specific purpose and/or context, and explain expressive qualities, technical challenges, and reasons for choices.

Fine Arts Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.

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The highlighted text indicates the Connect Standards from the national document which are embedded in Creating, Performing, and Responding. Page 17 of 40

Standard 2: Performing – Realizing artistic ideas and work through interpretation and presentation. General Music PreK - 2

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Process Component Pr.2: Analyze: Analyze the structure and context of varied musical works and their implications for performance. Connect: Relate musical ideas and works with varied context to deepen understanding.

Enduring Understanding: Analyzing creators’ context and how they manipulate elements of music provides insight into their intent and informs performance.

Essential Question: How does understanding the structure and context of musical works inform performance?

Performance Indicators Bold italics represent what is new beyond the earlier level

Instructional Learning Opportunities

Pre

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Pr.2.PreK With substantial guidance, explore and demonstrate awareness of musical contrasts.

The Student Will:

Identify and describe the various musical elements used within musical works from various cultures and historical eras.

Identify musical patterns to determine the form of a selected work.

Read and perform developmentally appropriate rhythmic and melodic patterns to identify potential musical challenges.

Read and identify by name or function, standard symbols for rhythm, pitch, articulation, dynamics, tempo, and form.

Compare contrasting musical works by identifying how the musical elements are used to create different musical effects.

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Pr.2.K With guidance, explore and demonstrate awareness of music contrasts (such as high/low, loud/soft, same/different) in a variety of music selected for performance.

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Pr.2.1.a With limited guidance, demonstrate knowledge of music concepts (such as beat and melodic contour) in music from a variety of cultures selected for performance. Pr.2.1.b When analyzing selected music, read and perform rhythmic patterns using iconic or standard notation.

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Pr.2.2.a Demonstrate knowledge of music concepts (such as tonality and meter) in music from a variety of cultures selected for performance. Pr.2.2.b When analyzing selected music, read and perform rhythmic and melodic patterns using iconic or standard notation.

Fine Arts Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.

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The highlighted text indicates the Connect Standards from the national document which are embedded in Creating, Performing, and Responding. Page 18 of 40

Standard 2: Performing – Realizing artistic ideas and work through interpretation and presentation. General Music 3 - 5

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Process Component Pr.2: Analyze: Analyze the structure and context of varied musical works and their implications for performance. Connect: Relate musical ideas and works with varied context to deepen understanding.

Enduring Understanding: Analyzing creators’ context and how they manipulate elements of music provides insight into their intent and informs performance.

Essential Question: How does understanding the structure and context of musical works inform performance?

Performance Indicators Bold italics represent what is new beyond the earlier level

Instructional Learning Opportunities

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Pr.2.3.a Demonstrate understanding of the structure in music selected for performance. Pr.2.3.b When analyzing selected music, read and perform rhythmic patterns and melodic phrases using iconic and standard notation. Pr.2.3.c Describe how context (such as personal and social) can inform a performance.

The Student Will:

Identify and describe the various musical elements used within musical works from various cultures and historical eras.

Identify musical patterns to determine the form of a selected work.

Read and perform developmentally appropriate rhythmic and melodic patterns to identify potential musical challenges.

Read and identify by name or function, standard symbols for rhythm, pitch, articulation, dynamics, tempo, and form.

Compare contrasting musical works by identifying how the musical elements are used to create different musical effects.

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Pr.2.4.a Demonstrate understanding of the structure and the elements of music (such as rhythm, pitch, and form) in music selected for performance. Pr.2.4.b When analyzing selected music, read and perform using iconic and/or standard notation. Pr.2.4.c Explain how context (such as social and cultural) informs a performance.

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Pr.2.5.a Demonstrate understanding of the structure and the elements of music (such as rhythm, pitch, form, and harmony) in music selected for performance. Pr.2.5.b When analyzing selected music, read and perform using standard notation. Pr.2.5.c Explain how context (such as social, cultural, and historical) informs performances.

Fine Arts Anchor Standard 4: Select, analyze, and interpret artistic work for presentation

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The highlighted text indicates the Connect Standards from the national document which are embedded in Creating, Performing, and Responding. Page 19 of 40

Standard 2: Performing – Realizing artistic ideas and work through interpretation and presentation. General Music 6 - 8

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Process Component Pr.2: Analyze: Analyze the structure and context of varied musical works and their implications for performance. Connect: Relate musical ideas and works with varied context to deepen understanding.

Enduring Understanding: Analyzing creators’ context and how they manipulate elements of music provides insight into their intent and informs performance.

Essential Question: How does understanding the structure and context of musical works inform performance?

Performance Indicators Bold italics represent what is new beyond the earlier level

Instructional Learning Opportunities

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Pr.2.6.a Explain how understanding the structure and the elements of music are used in music selected for performance.

Pr.2.6.b When analyzing selected music, read and identify by name or function standard symbols for rhythm, pitch, articulation, and dynamics.

Pr.2.6.c Identify how cultural and historical context inform performances.

The Student Will:

Identify and describe the various musical elements used within musical works from various cultures and historical eras.

Identify musical patterns to determine the form of a selected work.

Read and perform developmentally appropriate rhythmic and melodic patterns to identify potential musical challenges.

Read and identify by name or function, standard symbols for rhythm, pitch, articulation, dynamics, tempo, and form.

Compare contrasting musical works by identifying how the musical elements are used to create different musical effects.

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Pr.2.7.a Explain and demonstrate the structure of contrasting pieces of music selected for performance and how elements of music are used. Pr.2.7.b When analyzing selected music, read and identify by name or function standard symbols for rhythm, pitch articulation, dynamics, tempo, and form.

Pr.2.7.c Identify how cultural and historical context inform performances and result in different music interpretations.

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Pr.2.8.a Compare the structure of contrasting pieces of music selected for performance, explaining how the elements of music are used in each.

Pr.2.8.b When analyzing selected music, sight-read in treble or bass clef simple rhythmic, melodic, and/or harmonic notation.

Pr.2.8.c Identity how cultural and historical context inform performances and result in different musical effects.

Fine Arts Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.

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The highlighted text indicates the Connect Standards from the national document which are embedded in Creating, Performing, and Responding. Page 20 of 40

Standard 2: Performing – Realizing artistic ideas and work through interpretation and presentation. General Music PreK - 2

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Process Component Pr.3: Interpret: Develop personal interpretations that consider creators’ intent. Connect: Synthesize and relate knowledge and personal experiences to make music.

Enduring Understanding: Performers make interpretive decisions based on their understating of context and expressive intent. Essential Question: How do performers interpret musical works?

Performance Indicators Bold italics represent what is new beyond the earlier level

Instructional Learning Opportunities

Pre

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Pr.3.PreK With substantial guidance, explore music’s expressive qualities (such as voice quality, dynamics, and tempo).

The Student Will:

Identify expressive qualities found in selected musical works.

Explain how expressive qualities found in selected musical works can be used to convey the composer’s intent.

Compare contrasting musical works selected for performance by identifying how various interpretations use the musical elements to cause different musical effects.

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Pr.3.K With guidance, demonstrate awareness of expressive qualities (such as voice quality, dynamics, and tempo) that support the creators’ expressive intent.

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Pr.3.1 Demonstrate and describe music’s expressive qualities (such as dynamics and tempo).

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Pr.3.2 Demonstrate understanding of expressive qualities (such as dynamics and tempo) and how creators use them to convey expressive intent.

Fine Arts Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.

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The highlighted text indicates the Connect Standards from the national document which are embedded in Creating, Performing, and Responding. Page 21 of 40

Standard 2: Performing – Realizing artistic ideas and work through interpretation and presentation. General Music 3 - 5

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Process Component Pr.3: Interpret: Develop personal interpretations that consider creators’ intent. Connect: Synthesize and relate knowledge and personal experiences to make music.

Enduring Understanding: Performers make interpretive decisions based on their understating of context and expressive intent. Essential Question: How do performers interpret musical works?

Performance Indicators Bold italics represent what is new beyond the earlier level

Instructional Learning Opportunities

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Pr.3.3 Demonstrate and describe how intent is conveyed through expressive qualities (such as dynamics and tempo).

The Student Will:

Identify expressive qualities found in selected musical works.

Explain how expressive qualities found in selected musical works can be used to convey the composer’s intent.

Compare contrasting musical works selected for performance by identifying how various interpretations use the musical elements to cause different musical effects.

4th G

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Pr.3.4 Demonstrate and explain how intent is conveyed through interpretive decisions and expressive qualities (such as dynamics, tempo, and timbre).

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Pr.3.5 Demonstrate and explain how intent is conveyed through interpretive decisions and expressive qualities (such as dynamics, tempo, timbre, and articulation/style).

Fine Arts Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.

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The highlighted text indicates the Connect Standards from the national document which are embedded in Creating, Performing, and Responding. Page 22 of 40

Standard 2: Performing – Realizing artistic ideas and work through interpretation and presentation. General Music 6 - 8

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Process Component Pr.3: Interpret: Develop personal interpretations that consider creators’ intent. Connect: Synthesize and relate knowledge and personal experiences to make music.

Enduring Understanding: Performers make interpretive decisions based on their understating of context and expressive intent. Essential Question: How do performers interpret musical works?

Performance Indicators Bold italics represent what is new beyond the earlier level

Instructional Learning Opportunities

6th G

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Pr.3.6 Perform a selected piece of music demonstrating how their interpretations of the elements of music and the expressive qualities (such as dynamics, tempo, timbre, articulation/style, and phrasing) convey intent.

The Student Will:

Identify expressive qualities found in selected musical works.

Explain how expressive qualities found in selected musical works can be used to convey the composer’s intent.

Compare contrasting musical works selected for performance by identifying how various interpretations use the musical elements to cause different musical effects.

7th G

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Pr.3.7 Perform contrasting pieces of music demonstrating their interpretations of the elements of music and expressive qualities (such as dynamics, tempo, timbre, articulation/style, and phrasing) convey intent.

8th G

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Pr.3.8 Perform contrasting pieces of music, demonstrating as well as explaining how the music’s intent is conveyed by their interpretations of the elements of music and expressive qualities (such as dynamics, tempo, timbre, articulation/style, and phrasing).

Fine Arts Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.

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The highlighted text indicates the Connect Standards from the national document which are embedded in Creating, Performing, and Responding. Page 23 of 40

Standard 2: Performing – Realizing artistic ideas and work through interpretation and presentation. General Music PreK - 2

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Process Component Pr.4: Rehearse, Evaluate, and Refine: Evaluate and refine personal and ensemble performances, individually or in collaboration with others.

Enduring Understanding: To express their musical ideas, musicians analyze, evaluate, and refine their performance over time through openness to new ideas, persistence, and the application of appropriate criteria.

Essential Question: How do musicians improve the quality of their performance?

Performance Indicators Bold italics represent what is new beyond the earlier level

Instructional Learning Opportunities

Pre

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Pr.4.PreK.a With substantial guidance, practice and demonstrate what they like about their own performances. Pr.4.PreK.b With substantial guidance, apply personal, peer, and teacher feedback to refine performances.

The Student Will:

Devise criteria to evaluate the quality and effectiveness of individual and/or

group performances of selected musical works.

Critique individual and/or group performances based upon established criteria.

Determine desired modifications based upon personal, peer, and/or teacher

feedback to refine the individual and/or group performance of selected musical

works.

Through rehearsal, apply feedback to refine the individual and/or group

performance of selected musical works.

Evaluate the effectiveness of the modifications to determine when the

rehearsed musical works are ready to perform.

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Pr.4.K.a With guidance, apply personal, teacher, and peer feedback to refine performances. Pr.4.2.K.b With guidance, use suggested strategies in rehearsal to improve the expressive qualities of music.

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Pr.4.1.a With limited guidance, apply personal, teacher, and peer feedback to refine performances. Pr.4.1.b With limited guidance, use suggested strategies in rehearsal to address interpretive challenges of music.

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Pr.4.2.a Apply established criteria to judge the accuracy, expressiveness, and effectiveness of performances. Pr.4.2.b Rehearse, identify and apply strategies to address interpretive, performance, and technical challenges of music.

Fine Arts Anchor Standard 5: Develop and refine artistic techniques and work for presentation.

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The highlighted text indicates the Connect Standards from the national document which are embedded in Creating, Performing, and Responding. Page 24 of 40

Standard 2: Performing – Realizing artistic ideas and work through interpretation and presentation. General Music 3 - 5

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Process Component Pr.4: Rehearse, Evaluate, and Refine: Evaluate and refine personal and ensemble performances, individually or in collaboration with others.

Enduring Understanding: To express their musical ideas, musicians analyze, evaluate, and refine their performance over time through openness to new ideas, persistence, and the application of appropriate criteria.

Essential Question: How do musicians improve the quality of their performance?

Performance Indicators Bold italics represent what is new beyond the earlier level

Instructional Learning Opportunities

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Pr.4.3.a Apply teacher-provided and collaboratively-developed criteria and feedback to evaluate accuracy of ensemble performances. Pr.4.3.b Rehearse to refine technical accuracy, expressive qualities, and identified performance challenges.

The Student Will:

Devise criteria to evaluate the quality and effectiveness of individual and/or

group performances of selected musical works.

Critique individual and/or group performances based upon established criteria.

Determine desired modifications based upon personal, peer, and/or teacher

feedback to refine the individual and/or group performance of selected musical

works.

Through rehearsal, apply feedback to refine the individual and/or group

performance of selected musical works.

Evaluate the effectiveness of the modifications to determine when the

rehearsed musical works are ready to perform.

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Pr.4.4.a Apply teacher-provided and collaboratively-developed criteria and feedback to evaluate accuracy and expressiveness of ensemble and personal performances. Pr.4.4.b Rehearse to refine technical accuracy and expressive qualities, and address performance challenges.

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Pr.4.5.a Apply teacher-provided and established criteria and feedback to evaluate the accuracy and expressiveness of ensemble and personal performances. Pr.4.5.b Rehearse to refine technical accuracy and expressive qualities to address challenges, and show improvement over time.

Fine Arts Anchor Standard 5: Develop and refine artistic techniques and work for presentation.

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The highlighted text indicates the Connect Standards from the national document which are embedded in Creating, Performing, and Responding. Page 25 of 40

Standard 2: Performing – Realizing artistic ideas and work through interpretation and presentation. General Music 6 - 8

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Process Component Pr.4: Rehearse, Evaluate, and Refine: Evaluate and refine personal and ensemble performances, individually or in collaboration with others.

Enduring Understanding: To express their musical ideas, musicians analyze, evaluate, and refine their performance over time through openness to new ideas, persistence, and the application of appropriate criteria.

Essential Question: How do musicians improve the quality of their performance?

Performance Indicators Bold italics represent what is new beyond the earlier level

Instructional Learning Opportunities

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Pr.4.6 Identify and apply teacher-provided criteria (such as correct interpretation of notation, technical accuracy, originality, and interest) to rehearse, refine, and determine when a piece is ready to perform.

The Student Will:

Devise criteria to evaluate the quality and effectiveness of individual and/or

group performances of selected musical works.

Critique individual and/or group performances based upon established criteria.

Determine desired modifications based upon personal, peer, and/or teacher

feedback to refine the individual and/or group performance of selected musical

works.

Through rehearsal, apply feedback to refine the individual and/or group

performance of selected musical works.

Evaluate the effectiveness of the modifications to determine when the

rehearsed musical works are ready to perform.

7th G

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Pr.4.7 Identify and apply collaboratively-developed criteria (such as demonstrating correct interpretation of notation, technical skill of performer, originality, emotional impact, and interest) to rehearse, refine, and determine when the music is ready to perform.

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Pr.4.8 Identify and apply personally-developed criteria (such as demonstrating correct interpretation of notation, technical skill of performer, originality, emotional impact, variety, and interest) to rehearse, refine, and determine when the music is ready to perform.

Fine Arts Anchor Standard 5: Develop and refine artistic techniques and work for presentation.

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The highlighted text indicates the Connect Standards from the national document which are embedded in Creating, Performing, and Responding. Page 26 of 40

Standard 2: Performing – Realizing artistic ideas and work through interpretation and presentation. General Music PreK - 2

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Process Component Pr.5: Present: Perform expressively, with appropriate interpretation and technical accuracy, and in a manner appropriate to the audience and context.

Connect: Relate musical ideas and works with varied context to deepen understanding. Enduring Understanding: Musicians judge performance based on criteria that vary across time, place, and cultures. The context and how a work is presented

influence the audience response. Essential Question: When is a performance judged ready to present? How do context and the manner in which musical work is presented influence audience

response?

Performance Indicators Bold italics represent what is new beyond the earlier level

Instructional Learning Opportunities

Pre

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Pr.5.PreK With substantial guidance, perform music with expression. .

The Student Will:

Perform using a developmentally appropriate voice or instrument timbre while maintaining accurate pitch, correct posture, and precise articulation.

Perform vocally or instrumentally with a steady tempo and accurate rhythm in simple meters.

Perform vocally or instrumentally music from various genres and cultures.

Perform vocally or instrumentally developmentally appropriate songs using expressive qualities to communicate an interpretation of a given song. K

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n Pr.5.K.a With guidance, perform music with expression

Pr.5.K.b Perform appropriately for the audience.

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Pr.5.1.a With limited guidance, perform music for a specific purpose with expression. Pr.5.1.b Perform appropriately for the audience and purpose.

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Pr.5.2.a Perform music for a specific purpose with expression and technical accuracy. Pr.5.2.b Perform appropriately for the audience and purpose.

Fine Arts Anchor Standard 6: Convey meaning through the presentation of artistic work.

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The highlighted text indicates the Connect Standards from the national document which are embedded in Creating, Performing, and Responding. Page 27 of 40

Standard 2: Performing – Realizing artistic ideas and work through interpretation and presentation. General Music 3 - 5

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Process Component Pr.5: Present: Perform expressively, with appropriate interpretation and technical accuracy, and in a manner appropriate to the audience and context.

Connect: Synthesize and relate knowledge and personal experiences to make music. Connect: Relate musical ideas and works with varied context to deepen understanding.

Enduring Understanding: Musicians judge performance based on criteria that vary across time, place, and cultures. The context and how a work is presented influence the audience response.

Essential Question: When is a performance judged ready to present? How do context and the manner in which musical work is presented influence audience response?

Performance Indicators Bold italics represent what is new beyond the earlier level

Instructional Learning Opportunities

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Pr.5.3.a Perform music with expression and technical accuracy. Pr.5.3.b Demonstrate performance decorum and audience etiquette appropriate for the context and venue.

The Student Will:

Perform using a developmentally appropriate voice or instrument timbre while maintaining accurate pitch, correct posture, and precise articulation.

Perform vocally or instrumentally with a steady tempo and accurate rhythm in simple meters.

Perform vocally or instrumentally music from various genres and cultures.

Perform vocally or instrumentally developmentally appropriate songs using expressive qualities to communicate an interpretation of a given song.

Demonstrate appropriate timbre and dynamics while singing in an ensemble setting.

Respond expressively to conductor’s cues while performing vocally or instrumentally in ensembles.

Perform chordal patterns accurately and independently as an accompaniment on classroom instruments.

Independently perform vocally or instrumentally, assigned part of a polyphonic musical work.

Demonstrate appropriate performance decorum and audience etiquette in a variety of musical settings.

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Pr.5.4.a Perform music, alone or with others, with expression and technical accuracy, and appropriate interpretation. Pr.5.4.b Demonstrate performance decorum and audience etiquette appropriate for the context, venue, and genre.

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Pr.5.5.a Perform music, alone or with others, with expression, technical accuracy, and appropriate interpretation. Pr.5.5.b Demonstrate performance decorum and audience etiquette appropriate for the context, venue, genre, and style.

Fine Arts Anchor Standard 6: Convey meaning through the presentation of artistic work.

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Standard 2: Performing – Realizing artistic ideas and work through interpretation and presentation. General Music 6 - 8

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Process Component Pr.5: Present: Perform expressively, with appropriate interpretation and technical accuracy, and in a manner appropriate to the audience and context.

Connect: Relate musical ideas and works with varied context to deepen understanding. Enduring Understanding: Musicians judge performance based on criteria that vary across time, place, and cultures. The context and how a work is presented

influence the audience response. Essential Question: When is a performance judged ready to present? How do context and the manner in which musical work is presented influence audience

response?

Performance Indicators Bold italics represent what is new beyond the earlier level

Instructional Learning Opportunities

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Pr.5.6.a Perform the music with technical accuracy to convey the creator’s intent. Pr.5.6.b Demonstrate performance decorum (such as stage presence, attire, and behavior) and audience etiquette appropriate for venue and purpose.

The Student Will:

Demonstrate a supported tone, accurate pitch, correct posture, and precise articulation throughout a developmentally appropriate range while performing vocally or instrumentally as an individual or with others.

Perform vocally or instrumentally developmentally appropriate songs using expressive qualities to communicate an interpretation of a given song.

Perform vocally or instrumentally with a steady tempo and accurate rhythm in simple and complex meters.

Apply appropriate timbre and stylistic elements needed to authentically and expressively perform the music of various genres and cultures.

Independently perform vocally or instrumentally, assigned part of a polyphonic musical work.

Respond expressively to conductor’s cues while performing vocally or instrumentally in ensembles.

Demonstrate appropriate performance decorum and audience etiquette in a variety of musical settings.

7th G

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Pr.5.7.a Perform the music with technical accuracy and stylistic expression to convey the creator’s intent. Pr.5.7.b Demonstrate performance decorum (such as stage presence, attire, and behavior) and audience etiquette appropriate for venue, purpose, and context.

8th G

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Pr.5.8.a Perform the music with technical accuracy, stylistic expression, and culturally authentic practices in music to convey the creator’s intent. Pr.5.8.b Demonstrate performance decorum (such as stage presence, attire, and behavior) and audience etiquette appropriate for venue, purpose, context, and style.

Fine Arts Anchor Standard 6: Convey meaning through the presentation of artistic work.

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Standard 3: Responding – Understanding and evaluating how the arts convey meaning. General Music PreK - 2

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Process Component Re.1: Select: Choose music appropriate for a specific purpose or context. Connect: Synthesize and relate knowledge and personal experiences to make music.

Enduring Understanding: Individuals’ selection of musical works is influenced by their interests, experiences, understandings, and purposes. Essential Question: How do individuals choose music to experience?

Performance Indicators Bold italics represent what is new beyond the earlier level

Instructional Learning Opportunities

Pre

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Re.1.PreK With substantial guidance, state personal interests and demonstrate why they prefer some music selections over others.

The Student Will:

Identify and describe the purpose of music as it is experienced in daily life.

Identify preferred music selections for various purposes.

Explain how personal interests and experiences influence that preference.

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Re.1.K With guidance, list personal interests and experiences and demonstrate why they prefer some music selections over others.

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Re.1.1With limited guidance, identify and demonstrate how personal interests and experiences influence musical selection for specific purposes.

2nd G

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Re.1.2 Explain and demonstrate how personal interests and experiences influence musical selection for specific purposes.

Fine Arts Anchor Standard 7: Perceive and analyze artistic work.

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Standard 3: Responding – Understanding and evaluating how the arts convey meaning. General Music 3 - 5

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Process Component Re.1: Select: Choose music appropriate for a specific purpose or context. Connect: Synthesize and relate knowledge and personal experiences to make music.

Enduring Understanding: Individuals’ selection of musical works is influenced by their interests, experiences, understandings, and purposes. Essential Question: How do individuals choose music to experience?

Performance Indicators Bold italics represent what is new beyond the earlier level

Instructional Learning Opportunities

3rd G

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Re.1.3 Demonstrate and describe how selected music connects to and is influenced by specific interests, experiences, or purposes.

The Student Will:

Determine how music connects to specific interests, experiences, purposes,

and contexts.

Explain, providing evidence, how the connection of music to specific

interests, experiences, purposes, and contexts impacts music selection.

4th G

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Re.1.4 Demonstrate and explain how selected music connects to and is influenced by specific interests, experiences, purposes, or contexts.

5th G

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Re.1.5 Demonstrate and explain, citing evidence, how selected music connects to and is influenced by specific interests, experiences, purposes, or contexts.

Fine Arts Anchor Standard 7: Perceive and analyze artistic work.

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Standard 3: Responding – Understanding and evaluating how the arts convey meaning. General Music 6 - 8

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Process Component Re.1: Select: Choose music appropriate for a specific purpose or context. Connect: Synthesize and relate knowledge and personal experiences to make music.

Enduring Understanding: Individuals’ selection of musical works is influenced by their interests, experiences, understandings, and purposes. Essential Question: How do individuals choose music to experience?

Performance Indicators Bold italics represent what is new beyond the earlier level

Instructional Learning Opportunities

6th G

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Re.1.6 Select or choose music to listen to and explain the connections to specific interests or experiences for a specific purpose.

Explain, providing evidence, how the connection of music to specific interests, experiences, purposes, and contexts impacts music selection.

Select music to meet a particular purpose or preference and explain how the

music meets the intended criteria.

7th G

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Re.1.7 Select or choose contrasting music to listen to and compare the connections to specific interests or experiences for a specific purpose.

8th G

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Re.1.8 Select programs of music (such as a CD mix or live performances) and demonstrate the connections to an interest or experience for a specific purpose.

Fine Arts Anchor Standard 7: Perceive and analyze artistic work.

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Standard 3: Responding – Understanding and evaluating how the arts convey meaning. General Music PreK - 2

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Process Component Re.2: Analyze: Analyze how the structure and context of varied musical works inform the response. Connect: Relate musical ideas and works with varied context to deepen understanding.

Enduring Understanding: Response to music is informed by analyzing context (social, cultural, and historical) and how creators and performers manipulate the elements of music.

Essential Question: How does understanding the structure and context of music inform a response?

Performance Indicators Bold italics represent what is new beyond the earlier level

Instructional Learning Opportunities

Pre

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Re.2.PreK With substantial guidance, explore musical contrasts in music. The Student Will:

Describe how music concepts are used within musical works for various

purposes.

Identify specific music concepts as they appear in selected music.

Use appropriate vocabulary when identifying music concepts.

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Re.2.K With guidance, demonstrate how a specific music concept (such as beat or melodic direction) is used in music.

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Re.2.1 With limited guidance, demonstrate and identify how specific music concepts (such as beat or pitch) are used in various styles of music for a purpose.

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Re.2.2 Describe how specific music concepts are used to support a specific purpose in music.

Fine Arts Anchor Standard 7: Perceive and analyze artistic work.

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Standard 3: Responding – Understanding and evaluating how the arts convey meaning. General Music 3 - 5

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Process Component Re.2: Analyze: Analyze how the structure and context of varied musical works inform the response. Connect: Relate musical ideas and works with varied context to deepen understanding.

Enduring Understanding: Response to music is informed by analyzing context (social, cultural, and historical) and how creators and performers manipulate the elements of music.

Essential Question: How does understanding the structure and context of music inform a response?

Performance Indicators Bold italics represent what is new beyond the earlier level

Instructional Learning Opportunities

3rd G

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Re.2.3 Demonstrate and describe how a response to music can be informed by the structure, the use of the elements of music, and context (such as personal and social).

The Student Will:

Identify musical patterns to determine the form of a selected work.

Explain, citing evidence, how musical structure impacts our response to a

selected musical work.

Compare contrasting musical works by identifying how the musical elements

are used to create different musical effects.

4th G

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Re.2.4 Demonstrate and explain how responses to music are informed by the structure, the use of the elements of music, and context (such as social and cultural).

5th G

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Re.2.5 Demonstrate and explain, citing evidence, how responses to music are informed by the structure, the use of the elements of music, and context (such as social, cultural, and historical).

Fine Arts Anchor Standard 7: Perceive and analyze artistic work.

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Standard 3: Responding – Understanding and evaluating how the arts convey meaning. General Music 6 - 8

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Process Component Re.2: Analyze: Analyze how the structure and context of varied musical works inform the response. Connect: Relate musical ideas and works with varied context to deepen understanding.

Enduring Understanding: Response to music is informed by analyzing context (social, cultural, and historical) and how creators and performers manipulate the elements of music.

Essential Question: How does understanding the structure and context of music inform a response?

Performance Indicators Bold italics represent what is new beyond the earlier level

Instructional Learning Opportunities

6th G

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Re.2.6.a Describe how the elements of music and expressive qualities relate to the structure of the pieces. Re.2.6.b Identify the context of music from a variety of genres, cultures, and historical periods.

The Student Will:

Compare contrasting musical works from a variety of genres, cultures, and

historical periods to identify how the elements of music relate to its structure.

7th G

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Re.2.7.a Classify and explain how the elements of music and expressive qualities relate to the structure of contrasting pieces. Re.2.7.b Identify and compare the context of music from a variety of genres, cultures, and historical periods.

8th G

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Re.2.8.a Compare how the elements of music and expressive qualities relate to the structure within programs of music. Re.2.8.b Identify and compare the context of programs of music from a variety of genres, cultures, and historical periods.

Fine Arts Anchor Standard 7: Perceive and analyze artistic work.

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Standard 3: Responding – Understanding and evaluating how the arts convey meaning. General Music PreK - 2

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Process Component Re.3: Interpret: Support interpretations of musical works that reflect creators’/performers’ expressive intent.

Enduring Understanding: Through their use of elements and structures of music, creators and performers provide clues to their expressive intent. Essential Question: How do we discern the musical creators’ and performers’ expressive intent?

Performance Indicators Bold italics represent what is new beyond the earlier level

Instructional Learning Opportunities

Pre

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Re.3.PreK With substantial guidance, explore music’s expressive qualities (such as dynamics and tempo).

The Student Will:

Identify expressive qualities found in selected musical works.

Identify specific music concepts as they appear in selected music.

Explain how expressive qualities found in selected musical works can be used to convey the composer’s intent.

Describe how music concepts are used within musical works for various purposes.

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Re.3.K With guidance, demonstrate awareness of expressive qualities (such as dynamics and tempo) that reflect creators'/performers' expressive intent.

1st G

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Re.3.1 With limited guidance, demonstrate and identify expressive qualities (such as dynamics and tempo) that reflect creators’/performers’ expressive intent.

2nd G

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Re.3.2 Demonstrate knowledge of music concepts and how they support creators'/performers' expressive intent.

Fine Arts Anchor Standard 8: Interpret intent and meaning in artistic work.

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Standard 3: Responding – Understanding and evaluating how the arts convey meaning. General Music 3 - 5

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Process Component Re.3: Interpret: Support interpretations of musical works that reflect creators’/performers’ expressive intent.

Enduring Understanding: Through their use of elements and structures of music, creators and performers provide clues to their expressive intent. Essential Question: How do we discern the musical creators’ and performers’ expressive intent?

Performance Indicators Bold italics represent what is new beyond the earlier level

Instructional Learning Opportunities

3rd G

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Re.3.3 Demonstrate and describe how the expressive qualities (such as dynamics and tempo) are used in performers’ interpretations to reflect expressive intent.

Identify expressive qualities found in selected musical works.

Identify specific music concepts as they appear in selected music.

Explain how expressive qualities found in selected musical works can be used

to convey the composer’s intent.

Describe how music concepts are used within musical works for various

purposes.

4th G

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Re.3.4 Demonstrate and explain how the expressive qualities (such as dynamics, tempo, and timbre) are used in performers’ and personal interpretations to reflect expressive intent.

5th G

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Re.3.5 Demonstrate and explain how the expressive qualities (such as dynamics, tempo, timbre, and articulation) are used in performers' and personal interpretations to reflect expressive intent.

Fine Arts Anchor Standard 8: Interpret intent and meaning in artistic work.

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Standard 3: Responding – Understanding and evaluating how the arts convey meaning. General Music 6 - 8

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Process Component Re.3: Interpret: Support interpretations of musical works that reflect creators’/performers’ expressive intent.

Enduring Understanding: Through their use of elements and structures of music, creators and performers provide clues to their expressive intent. Essential Question: How do we discern the musical creators’ and performers’ expressive intent?

Performance Indicators Bold italics represent what is new beyond the earlier level

Instructional Learning Opportunities

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Re.3.6 Describe a personal interpretation of how creators’ and performers’ application of the elements of music and expressive qualities, within genres and cultural and historical context, convey expressive intent.

The Student Will:

Explain how the interpretation of expressive qualities found in selected musical

works can be used to convey the composer’s intent.

Compare contrasting musical works from a variety of genres, cultures, and

historical periods to identify how the elements of music support the composer’s

intent.

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Re.3.7 Describe a personal interpretation of contrasting works and explain how creators’ and performers’ application of the elements of music and expressive qualities, within genres, cultures, and historical periods, convey expressive intent.

8th G

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Re.3.8 Support personal interpretation of contrasting programs of music and explain how creators’ or performers’ apply the elements of music and expressive qualities, within genres, cultures, and historical periods to convey expressive intent.

Fine Arts Anchor Standard 8: Interpret intent and meaning in artistic work.

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Standard 3: Responding – Understanding and evaluating how the arts convey meaning. General Music PreK - 2

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Process Component Re.4: Evaluate: Support evaluations of musical works and performances based on analysis, interpretation, and established criteria.

Connect: Relate musical ideas and works with varied context to deepen understanding. Enduring Understanding: The personal evaluation of musical work(s) and performance(s) is informed by analysis, interpretation, and

established criteria. Essential Question: How do we judge the quality of musical work(s) and performance(s)?

Performance Indicators Bold italics represent what is new beyond the earlier level

Instructional Learning Opportunities

Pre

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Re.4.PreK With substantial guidance, talk about personal and expressive preferences in music.

The Student Will:

Identify preferred music selections for various purposes.

Using personal preferences develop criteria for evaluating music for various purposes.

Apply personal criteria to evaluate a music selection for various purposes.

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Re.4.K With guidance, apply personal and expressive preferences in the evaluation of music.

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Re.4.1 With limited guidance, apply personal and expressive preferences in the evaluation of music for specific purposes.

2nd G

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Re.4.2 Apply personal and expressive preferences in the evaluation of music for specific purposes.

Fine Arts Anchor Standard 9: Apply criteria to evaluate artistic work.

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Standard 3: Responding – Understanding and evaluating how the arts convey meaning. General Music 3 - 5

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Process Component Re.4: Evaluate: Support evaluations of musical works and performances based on analysis, interpretation, and established criteria.

Connect: Relate musical ideas and works with varied context to deepen understanding. Enduring Understanding: The personal evaluation of musical work(s) and performance(s) is informed by analysis, interpretation, and

established criteria. Essential Question: How do we judge the quality of musical work(s) and performance(s)?

Performance Indicators Bold italics represent what is new beyond the earlier level

Instructional Learning Opportunities

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Re.4.3 Evaluate musical works and performances, applying established criteria, and describe appropriateness to the context.

The Student Will:

Identify how musical selections or performances can vary depending upon the context.

Devise criteria to evaluate musical selections and/or performances.

Identify and explain how a specific musical selection or performance fits the context in which it is performed.

4th G

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Re.4.4 Evaluate musical works and performances, applying established criteria, and explain appropriateness to the context.

5th G

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Re.4.5 Evaluate musical works and performances, applying established criteria, and explain appropriateness to the context, citing evidence from the elements of music.

Fine Arts Anchor Standard 9: Apply criteria to evaluate artistic work.

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Standard 3: Responding – Understanding and evaluating how the arts convey meaning. General Music 6 - 8

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Process Component Re.4: Evaluate: Support evaluations of musical works and performances based on analysis, interpretation, and established criteria.

Connect: Relate musical ideas and works with varied context to deepen understanding. Enduring Understanding: The personal evaluation of musical work(s) and performance(s) is informed by analysis, interpretation, and

established criteria. Essential Question: How do we judge the quality of musical work(s) and performance(s)?

Performance Indicators Bold italics represent what is new beyond the earlier level

Instructional Learning Opportunities

6th G

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Re.4.6 Apply teacher-provided criteria to evaluate musical works or performances. The Student Will:

Employ teacher-provided criteria to evaluate musical selections and/or

performances.

Devise criteria to evaluate the quality and effectiveness of individual and/or

group performances of selected musical works.

Critique individual and/or group performances based upon established criteria.

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Re.4.7 Select from teacher-provided criteria to evaluate musical works or performances.

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Re.4.8 Apply appropriate personally-developed criteria to evaluate musical works or performances.

Fine Arts Anchor Standard 9: Apply criteria to evaluate artistic work.

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